Key Assumptions Underlying a Competency-Based Approach to Medical Sciences Education, and Their Applicability to Veterinary Medical Education.

Jared A Danielson

doi:10.3389/fvets.2021.688457

Abstract

This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. Those assumptions, derived from characteristics of competency based medical education (CBME) identified by CBME proponents are: (1) There are sufficient shortcomings in the medical competence of graduate veterinarians that solutions are necessary, and changes in the way we teach veterinarians will address those problems. (2) It is feasible to identify generally accepted core competencies in veterinary medical practice. (3) Teaching to defined learning outcomes will produce greater achievement for learners than approaches that do not emphasize clearly defined outcomes. (4) In veterinary medical education, it is possible to articulate the development of competence sequentially in a manner that is relatively consistent across learners, and carefully planning and sequencing learning activities will produce better learning outcomes. (5) Competency-focused instruction, which tailors the pace and progression of instruction to learners, is feasible in veterinary medical education, and will produce better outcomes than instruction that moves all students through an equivalent process in a set time frame. (6) Programmatic Assessment, including numerous direct observations with feedback, will improve learning outcomes, and is feasible in veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.

Highlights

Competency based veterinary education (CBVE) is a relatively recent movement in veterinary medicine [1, 2] that borrows from competency based medical education (CBME)
(4) In veterinary medical education, it is possible to articulate the development of competence sequentially in a manner that is relatively consistent across learners, and carefully planning and sequencing learning activities will produce better learning outcomes
The purpose of the present paper is to discuss common assumptions associated with competency-based medical education, from the perspective of proponents of that approach, and explore implications of those assumptions as they apply to veterinary medical education

Summary

INTRODUCTION

Competency based veterinary education (CBVE) is a relatively recent movement in veterinary medicine [1, 2] that borrows from competency based medical education (CBME). A vast body of research could be consulted to examine these assumptions, a thorough review of all relevant literature, either within medical education or beyond it, is well-beyond the scope of this paper. This discussion relies heavily on meta-analyses such as John Hattie’s second order meta-analysis [9] of factors influencing achievement across multiple populations of learners and a variety of learning contexts, as well as meta-analyses specific to medical sciences education and other selected studies where appropriate

THE ASSUMPTIONS

Characteristics of CBME per VanMelle et al A core components framework

CompetencyFocused instruction Tailored learning experiences

Findings

CONCLUSION